Download What happened to the cup?

What happened to the cup?
Peter E. Childs
Age: Can be done at age 15-16 without going into glass transition temperatures and structures; age 17-18 with a
more detailed look at polymer structure and properties
Subject-matter area: Structure and properties of polymers,
recycling
Duration: 2-3 lessons
ENGAGE1
Scenario
I was making a cup of coffee and there were no clean cups.
So I grabbed a transparent disposable plastic cup from the
shelf and put in the coffee powder and then poured the hot
water into the cup. It was a good job I did it over the sink because the cup ‘collapsed’ and shrank, spilling all the liquid.
The cup had collapsed and changed its shape. That doesn’t
happen when I use cold water or when I use a more rigid
plastic beaker. Why did that happen? What is the difference
between those two plastic vessels? How hot does the water
have to be to make it happen? Does it happen with all disposable plastic cups?
EXPLORE
How hot does the water have to be for this to happen? Set up
an investigation using hot water from a kettle and a thermometer to test this out. Does it happen with other makes of
disposable cups? Get some different transparent cups and
try it out. Does it work with all or only some? Is it reversible – does cold water restore the shape or not? How can you
check what sort of polymer the cups are made from?
Hint: check the symbol on the bottom and look up the name
and symbol to identify the plastic. See the table of polymer
symbols provided (Table 1).
•
•
•
•
Are the cups that collapse made from particular polymers?
Is the way they are produced of relevance?
What about cups that don’t collapse?
The cups change shape but do they lose mass or stay the
same?
• Is it to do with whether the polymer is biodegradable or not?
1)
This teaching unit was developed within the framework of the FP7 EUproject TEMI (Teaching Enquiry with Mysteries Incorporated, Grant
Agreement N. 321403; see also http://teachingmysteries.eu/ [Oct 28
2015]). All units are based on the 5E model of inquiry-based learning.
Details can be found in the introduction of the issue.
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Preparation
You need to source some transparent, disposable plastic cups
made from different plastics. Several types are available:
polystyrene (PS), polyethyleneterephthalate (PET), poly-lactic acid (PLA), polypropylene (PP). There are also coloured,
opaque cups available and white, expanded polystyrene cups.
The initial mistake was made with PLA cups, which are also
biodegradable. The cups are cheap and so after the initial
teacher demonstration, the students can work in groups
with a set of different cups. Each group should have access
to hot water, e.g. from an electric kettle, thermometer and a
plastic bowl or container to contain the cups and water. This
should avoid water being spilled over the classroom.
EXPLAIN
The cups are made from polymers and are meant for one use
only. They are made from very little plastic and are thin-walled and are usually used for cold drinks. Why do some cups
collapse when hot water is used and others don’t? What do
you think is happening when hot water is added? Can you
think of other examples where this sort of thing happens?
You should identify the plastics used for each make of cup
and look up its properties e.g. whether it is biodegradable
or not (Fig. 1), its melting point (Tm) and its glass transition
temperature (Tg), a property special to polymers.
Fig. 1. Recycling symbols for common polymers
http://teachers.yale.edu/curriculum/viewer
/initiative_09.05.08_u [09.12.2015])
Clarification of the subject-matter
Different polymers have different melting points (Tm), when
they turn into a viscous liquid, but at a lower temperature
(known as the glass transition temperature, Tg) they become plastic or rubbery and shrink back to their original
size, much like a balloon when the air is let out (Fig. 2).
On cooling they set solid again. A table of values for common plastics is given below (Tab. 1). Plastic cups are often
made by blowing air into a blob of hot, molten polymer in
a mould. It blows up to fill the mould and when it is cooled
it has the shape of the mould. When the plastic is hot it can
be shaped and blown like a balloon, but on cooling it sets
into the new shape. (You can find some plastic bubbles in
Polymere
toy shops which can be used to blow permanent bubbles.)
You can buy a plastic bubble kit, which can be used to blow
up permanent bubbles, which don’t burst like soap bubbles.
What is the connection between these bubbles and a balloon on the one hand, and a plastic cup or bottle on the
other?
EVALUATE
Fig. 2.
The effect of hot water on PLA cups – Tg is the glass transition temperature, above which the polymer becomes plastic
and returns to its original size.
https://publi.cz/books/180/06.html [09.12.2015]
Name
Abbreviation
Tm/°C
Tg/°C
Polylactic acid
PLA
163
60
Polystyrene
PS
240
95
Polyethyleneterephthalate
PET
260
70
Polypropylene
PP
130-171
0
Polyvinylchloride
PVC
160
87
Can the students explain in terms of the structure and
properties of the polymer, why some plastic cups collapse
when hot water is poured into them and others don’t do
this? Can they explain how soft drinks bottles are made
from a former (a test-tube like shape, Figure 3) and why they
retain their shape when
they have been produced
by heat and blowing with
gas? Can they then explain why the bottle will
collapse back to nearly its
original size if heated?
Tab. 1: Properties of common polymers
EXTEND
Take a 500 mL or 2 L drinks bottle, used to contain fizzy
drinks. If you check the bottom they may say that they are
made from PET polymer (Polyethyleneterephthalate). They
are transparent like glass and they are made by blowing the
polymer in a bottle-shaped mould. What do you think might
happen if you put a bottle into boiling water? Is this behaviour the same or different to the cup? Try filling a 500 mL
bottle half full of hot water and then screwing on the top.
What do you think will happen?
What do you think the effect of cold will have on a plastic
cup? Plastics have two temperatures similar to melting and
freezing ranges. At the lower point, the glass transition temperature, a flexible plastic becomes rigid like a glass. Check
this temperature for the polymer you have identified during
the exploration phase and then see if you can cool it below
that temperature.
Hint: You may need to think how to get that cold – will a
freezer do it? Or a salt-ice cooling mixture? Or dry ice? Or
liquid nitrogen? If you have access to a suitable way of cooling the cup, try and see what effect cooling has on its physical properties. Your teacher might show you the effect of
liquid nitrogen on a flexible polymer.
Make a model of a thermoplastic polymer and use this to
explain why it can change its shape.
Polymere
Fig. 3. PET bottle and former
https://upload.wikimedia.
org/wikipedia/commons/d/
d4/Plastic_bottle.jpg
Further hints:
Unbreakable bubbles
http://chemistry.about.com/od/bubbles/a/Bubbles-That-Dont-Pop.htm
(access date)
Magic plastic bubbles – ar. £4 per tube (available in toy shops)
http://www.hawkin.com/magic-plastic (date)
Blow moulding
http://www.bpf.co.uk/data/iframe/injectionBlowMoulding.html (date)
Making PET bottles from a former.
https://www.youtube.com/watch?v=v89ezOA0oNE
Using PET to make bottles and its properties
http://www.kenplas.com/project/pet/
Slideshow on the development of plastic cups to make them
more heat resistant:
http://www.slideshare.net/Atkinderek/innobioplast-2013-presentation-dwa-coffee-cup-development
See also:
https://en.wikipedia.org/wiki/Polyethylene_terephthalate
http://www.fpintl.com/wp_biodegradable_plastics.aspx
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